Rationale
In today's world, English is increasingly recognized as a global language across various sectors, including trade, education, media, and science It serves as a vital tool for accessing global knowledge and achieving success However, many Vietnamese learners face significant challenges in mastering English, particularly due to the stark differences between the two languages Pronunciation stands out as a major hurdle, often leading to misunderstandings and potential communication breakdowns.
English pronunciation features create a melodic, singsong quality characterized by a rhythmic flow of stressed and unstressed syllables In natural speech, individual sounds blend seamlessly, resulting in connected speech where final sounds merge with initial sounds of subsequent words This fluidity is crucial for fluency and effective communication in English, yet it poses significant challenges for learners, particularly when listening to authentic language use.
In Vietnam's high school English education, connected speech is not systematically included in English textbooks, despite its crucial role in both pronunciation and listening comprehension This aspect of language learning is often overlooked by English teachers, resulting in only advanced learners being able to effectively produce connected speech.
As an English teacher working at Hermann Gmeiner high school, the author also sees the similar present situation of pronunciation teaching and listening
The researcher identifies several challenges students encounter with connected speech during listening exercises Many learners struggle to recognize familiar words, often misidentifying them as they listen A significant factor hindering their listening comprehension appears to be the alteration of ending sounds in connected speech.
Given the importance of the topic, this study aims to identify the challenges students encounter with connected speech in listening The research will also propose effective strategies to assist both students and teachers at Hermann Gmeiner High School in overcoming these difficulties.
Aims of the study
The main aim of the study is to improve students‟ ability in listening English with modification of ending sounds in connected speech
The study is to achieve these objectives:
Finding out the problems in connected speech that grade 11-students at Herman Gmeiner high school may face in listening comprehension
Explaining the reasons of these problems and suggesting some solutions
Research questions
The above – mentioned objectives can be elaborated into the following research questions:
What are the problems about the modification of final sounds in connected speech that grade 11-students at Hermann Gmeiner may face when listening?
What are the causes of those problems?
Scope of the study
This study, conducted with grade-11 students at Hermann Gmeiner High School in Hai Phong, investigates the challenges these students encounter in listening comprehension, particularly regarding the alteration of ending sounds in connected speech The author proposes targeted solutions to help students overcome these difficulties.
Significance
The result of the study will hopefully be of great significance in giving some solutions and strategies to help high school students improve their speaking and
3 listening skills as well as to deal with the modification of final sounds in connected speech.
Methods of the study
To effectively investigate the thesis, a mixed-methods research approach will be employed, incorporating both quantitative and qualitative data collection methods A questionnaire will be distributed to grade 11 students and all teachers at Hermann Gmeiner School to assess the current state of teaching and learning related to connected speech, as well as to identify challenges and underlying causes in listening comprehension Additionally, classroom observations will be conducted to gather reliable insights into these educational dynamics A listening test will also be administered to pinpoint the common connected speech errors that students encounter during listening activities.
Based on the analysis of survey responses, listening tests, and observational data, several applications and recommendations have been proposed to enhance the teaching and learning of connected speech in listening comprehension.
Design of the study
The thesis is structured in three main parts
The first part is Introduction It introduces the aims, the scope, and the significance the methods and the design of the study
The second part, Development, consists of four chapters
Chapter 1 offers a comprehensive literature review on the modification of final sounds in connected speech, exploring how these alterations impact listening comprehension It also highlights previous research findings related to connected speech and its effects on listeners.
Chapter 2 presents the research methodology and the instruments used to collect data
Chapter 3 presents the results of the study, along with the analysis of the data
Chapter 4 presents the discussion as well as gives the recommendation for the study
The last part is Conclusion which summarizes the main issues of the whole study and gives suggestions for further study
LITERATURE REVIEW
Definition of connected speech
Connected speech involves the interaction of individual phonetic segments, where each segment can affect those around it The nature of these influences varies by language, making the phonology of connected speech an essential aspect for children to learn as they acquire their language skills.
In "A Dictionary of Linguistics & Phonetics" (2008), David Crystal defines connected speech as a continuous sequence of sounds that create utterances or conversations in spoken language The analysis of connected speech reveals sound changes that impact various linguistic units, including phrases, words, lexemes, morphemes, syllables, phonemes, and phones.
Connected speech, often referred to as sandhi variation or reduced forms, encompasses the seamless flow of words in natural conversation This phenomenon includes various elements such as reduction, elision, assimilation, intrusion, juncture, linking, and contraction In connected speech, words are articulated in a continuous manner rather than in isolation, creating a more fluid communication style.
Connected speech refers to the natural flow of spoken language in continuous sequences, typical of everyday conversations This form of speech often exhibits notable differences from isolated word pronunciation, highlighting the fluidity and rhythm of dialogue.
5 between the way words are pronounced in isolation and the way they are pronounced in the context of connected speech.
Aspects of modification final sounds in connected speech
In connected speech, words within phrases or sentences often blend together, a process known as linking Properly linking words ensures a smooth transition from one to the next There are various types of linking, including consonants to vowels, consonants to consonants, and vowels to vowels (Avery & Ehrlich, 1992).
When a consonant-ending word is followed by a vowel-starting word, the consonant often blends into the next word, particularly when the following word is a function word.
Laugh about /lɑː fəˈbaʊt/
Run around /rʌ nəˈraʊnd/
When a word ending in a stop consonant precedes another word that starts with a consonant, the stop consonant is typically not released Instead, the tongue or lips transition directly from the position of the stop consonant to the articulation point of the following consonant.
Fat chance / fổt tʃɑːns /
Keep speaking / kiːp ˈspiːkɪŋ /
Linking between vowels occurs when a word ending in a vowel is followed by another word starting with a vowel sound, using a semi-vowel to connect them This pronunciation adjustment enhances the fluidity of speech, resulting in smoother and more continuous communication.
There are three types of linking which join vowel – vowel combinations using semi-vowels, namely linking /r/ and intrusive /r/, intrusive /j/ and intrusive /w/
In the BBC accent, the phoneme /r/ is typically absent in syllable-final positions However, when a word ends with an 'r' and is followed by a word starting with a vowel, it is common to pronounce the /r/.
„here‟ /hɪə/ but „here are‟ /hɪər əː/
„for‟ /fɔː/ but for eggs /fɔːr egz/
BBC speakers frequently employ intrusive /r/ to connect words that end with a vowel, regardless of spelling justification This phonetic feature is exemplified in various speech patterns.
„media events‟ /miː.dɪər ɪvents /
„Australia and Africa‟ /ɒstreɪliər ən ổfrɪkə /
Linking occurs when the final sound of a word ends in a high front vowel, specifically the sounds /ɪ/ and diphthongs like /aɪ/, /eɪ/, and /ɔɪ/ These sounds are produced with the highest part of the tongue positioned close to the front of the mouth.
„my aunt‟ /maɪ jɑːnt /
Linking occurs when the final sounds of a word end in a high back vowel, such as /ʊ/ or diphthongs like /əʊ/, /oʊ/, and /aʊ/ These sounds are produced with the highest part of the tongue positioned close to the back of the mouth.
Go in / ɡəʊ wɪn / Two others /tuː wʌðəz /
Assimilation is the change of one sound into another sound because of the influence of neighboring sounds
According to Peter Roach (2000), the main differences between consonants are of three types:
- Differences in place of articulation
- Differences in manner of articulation
Accordingly, it can be identified assimilation of place, of manner and of voicing in consonants
Assimilation of place occurs prominently when a final alveolar consonant is succeeded by an initial consonant that has a different place of articulation.
/ raɪp pleɪs / /hi iz ə ɡʊb bɔɪ / /aɪ kəm bəli:v ət / /aɪ kəŋ ɡəʊ / waɪk kəʊt / /ðɪʃ ʃɒp /
When the negative "n’t" is combined with an auxiliary verb, the /t/ typically transforms into a brief transitional sound at the same articulation point as the subsequent consonant, while the /n/ assimilates to that consonant (Peter Avery, 1992).
/aɪ kổmp bəli:v ət / /aɪ kổŋk ɡəʊ
Palatalization is a prevalent form of assimilation in phonetics, where the sounds /t/ and /d/ are articulated further back in the mouth, near the hard palate, transforming into the sound /dʒ/, similar to how /j/ is pronounced Additionally, the sounds /s/ and /z/ often change to /ʃ/ and /ʒ/ when they precede the sound /j/ (Peter Roach, 2000).
/ wʊdʒə maɪnd / / pliː ʒə self /
Assimilation of manner is uncommon and typically occurs in rapid, casual speech Generally, regressive assimilation is more prevalent, with changes in manner often shifting toward a consonant that allows for smoother airflow This can lead to instances where a final plosive transforms into a fricative or nasal sound.
/ ðɪs ɪz ə ɡʊs sɒŋ / / ðən naɪt /
Assimilation of voice is also found, but only in a limited way If the lenis
(voiced) consonant is preceded by the fortis (voiceless), we often find that the lenis consonant has no voicing This is not a very noticeable case of assimilation For example:
Have to / hổv tuː / -> / hổftuː /
I like that black dog / aɪ laɪk ðət blổk dɒɡ / -> / aɪ laɪg ðəd blổg dɒɡ /
Much more could be said about assimilation but, form the point of view of learning or teaching English pronunciation, to do so would be useful (Roach, 2000)
Elision refers to the omission of sounds in speech and is commonly found in rapid, casual conversations, as noted by Peter Roach (2000) While foreign learners do not need to master elision, it is crucial for them to recognize that native English speakers often do not pronounce certain phonemes that they might expect to hear Understanding this aspect of spoken English can enhance their listening skills and overall comprehension.
Following are some types of elision in connected speech
Avoidance of complex consonant clusters
It has been said that no normal English speaker would ever pronounce all the consonants between the following two words: next spring /nekst sprɪŋ / Normally,
9 the consonants in the middle /st/ are omitted In clusters of three plosive or two plosive plus a fricative, the middle plosive may disappear For example:
Left field /lef fiːld /
Loss of final /v/ on „of‟ before consonants For example:
Lots of them / lɒts ə ðəm /
Waste of money /weɪst ə vgmʌni /
The classification of contractions of grammatical words as instances of elision remains ambiguous Their distinct representation through unique spelling forms sets them apart from other examples The most recognized cases of this phenomenon include:
- „had‟, „would‟: spelt „d , pronounced /d/ (after vowels), / əd/ (after consonants)
- „is‟, „has‟: spelt ‟s, pronounced /s/ (after fortis consonants), /z/ (after lenis consonants), except that after / sˌ zˌ ʃˌ ʒˌ tʃˌ dʒ / „is‟ is pronounced /iz/ and „has‟ is pronounced / əz/ in contracted form
- „have‟: spelt ‟ve, pronounced /v/ (after vowels), əv (after consonants)
- „not‟: spelt n‟t, pronounced /nt/ (after vowels), nt (after consonants)
- „are‟: spelt ‟re, pronounced /ə/ after vowels, usually with some change in the preceding vowel, e.g „you‟ /ju:/ - „you‟re‟ / juə/ or /jɔː/ ( Roach P, 2000).
The connection between pronunciation and listening
Gilbert (2008) emphasizes the vital link between pronunciation and listening skills, arguing that clear pronunciation is essential for effective communication He suggests that educators should incorporate pronunciation training alongside other language components to enhance overall language proficiency.
He suggests utilizing genuine unscripted recordings from cassettes to effectively enhance students' awareness of connected speech This approach emphasizes the vital connection between improving pronunciation and developing listening skills.
Murphy (1991) states that increasing numbers of ESL methodologists argue that L2 pronunciation practice needs to be intimately linked with the listening process
According to Kelly (2003), teachers should consider the noticing process which affects students‟ achievement of L2 pronunciation When pronunciation
Combining 10 study and listening activities enhances students' awareness of language use, which is essential for effective pronunciation training The importance of "noticing" in this process cannot be overstated As highlighted, authentic listening tasks featuring diverse accents will continue to be a significant component of pronunciation practice.
In conclusion, there is a strong interactive relationship between listening and pronunciation Effective listening significantly enhances pronunciation skills, while challenges in pronunciation, particularly with connected speech, can hinder listening comprehension.
Connected speech and problems for listening comprehension
Listening comprehension is influenced by the characteristics of the listener, the speaker, the message content, and accompanying visual aids (Brown & Yule, 1983) Research indicates that connected speech forms significantly contribute to difficulties in understanding spoken English Goh (2000) and Chen (2002) found that students often fail to recognize familiar words while listening, while Sun (2002) noted that students struggle to segment speech, complicating the listening process Ur (1984) pointed out that learners typically acquire new vocabulary in its formal, slower forms, neglecting how words sound when spoken quickly or with emphasis Underwood (1989) suggested that when students encounter unfamiliar speech, they may lose track of the sounds as speakers prioritize conveying the message over clear dictation, leading to challenges in linking heard sounds with recognized written words.
Numerous studies have explored the impact of connected speech on listening comprehension, revealing that reduced forms can hinder understanding Henrichsen (1984) proposed that these reduced forms diminish the clarity of words, making it more challenging for ESL learners to comprehend spoken language.
Research indicates that both high and low-level ESL learners perform significantly worse on tests requiring them to write the citation form of words in sentences spoken in reduced forms This suggests that understanding input presented in reduced speech is challenging for students at all proficiency levels, as they struggle to comprehend connected speech compared to fully enunciated sentences.
Ito (2006) investigated the impact of lexical and phonological reduced forms on listening comprehension through a dictation test She posited that lexical reduced forms, like "won't," are more salient and comprehensible than phonological forms, such as "he's," which undergo minimal phonological change The findings aligned with Henrichsen (1984), revealing that reduced forms hinder listening comprehension As anticipated, non-native speakers performed significantly worse on dictation tests involving phonological forms compared to lexical forms, highlighting the distinct effects of different reduced forms on comprehension.
Some previous suggestions
To improve listening comprehension, students must be exposed to connected speech, which reflects natural language use According to Brown (2006), adapting language styles and registers is essential, and understanding connected speech plays a crucial role in this adaptation Research indicates that reduced forms in connected speech can hinder listening comprehension, prompting several studies to explore the effectiveness of explicit instruction in this area Notably, Brown and Hilferty (1986 & 2006) investigated the impact of teaching reduced forms to 32 Chinese EFL graduate students, highlighting the importance of targeted instruction in enhancing listening skills.
A study involving 30 ten-minute mini-lessons on reduced forms revealed that a group of 16 students who received this targeted instruction outperformed another group of 16 students engaged in general pronunciation drills The students who focused on reduced forms scored higher on two out of three assessment measures, highlighting the effectiveness of specialized instruction in improving pronunciation skills.
12 used (Integrative Grammar Test from Bowen, 1976, and a reduced form dictation test) suggesting that teaching connected speech does facilitate listening comprehension
In a study by Matsuzawa (2006), a pretest-posttest design was employed with 20 Japanese business professionals to assess the impact of connected speech instruction on their listening comprehension The effectiveness of the instruction was evaluated through a dictation test, and the results demonstrated a statistically significant improvement in the students' posttest scores following the treatment.
Researchers emphasize the significance of teaching connected speech and offer several effective strategies for instruction Key suggestions include integrating connected speech exercises into regular lessons, using authentic materials to expose learners to natural speech patterns, and encouraging practice through listening and speaking activities Additionally, incorporating visual aids and phonetic transcriptions can help students better understand the nuances of connected speech.
- Using background knowledge and relating prior knowledge to the new information contained in the spoken text It is also important to pre-teach these forms (Hasan, 2000)
- Singing rhyme and verse as a means of teaching problematic sounds (Marks,
- Promoting practice through cloze tests and dictation is proposed Analyzing spoken discourse and activities which are meaningful, purposeful, communicative and task-based
- Giving dictation of sentences, repeating each sentence twice with relaxed or fast pronunciation
- Incorporating the reduced forms into exchanges with the students
- Keeping listening journals as a homework assignment
- Using games and competitions and various types of cloze exercises, such as songs, dialogues, news broadcasts and interviews (Norris,1995)
METHODOLOGY
The context of the study
Hermann Gmeiner High School is a prominent private institution situated in the heart of Hai Phong city, uniquely offering primary, secondary, and high school education all under one roof The high school comprises 12 classes across three grades, with grade 11 hosting four classes, each accommodating approximately 45-55 students While the school has sufficient classrooms for its 12 classes, only two are equipped with modern amenities like projectors and loudspeakers, and there is a single cassette player available for teachers to facilitate listening lessons.
Hermann Gmeiner School is dedicated to enhancing the quality of English teaching and learning In addition to the main morning curriculum, the school offers private afternoon lessons in English, Math, and Literature However, the overall quality of students is affected as they are not selected through an examination process As a private institution, Hermann Gmeiner School faces higher competition than other schools in the city, making the quality of its teachers, particularly English instructors, a top priority To further improve communication skills, the school has also hired two foreign teachers.
Subjects
The study involved a questionnaire completed by 10 English teaching staff, including 8 Vietnamese and 2 foreign teachers Among the high school educators, there are 3 males and 7 females, aged between 26 and 50 years All Vietnamese teachers possess B.A degrees from various universities in Vietnam and have been teaching English for over two years, with two holding M.A degrees and one currently pursuing an M.A Additionally, the two foreign teachers are officially employed at Apollo English, a well-known English center in Vietnam, both holding teaching certificates and boasting over a year of teaching experience.
A questionnaire was distributed among 90 students from classes 11A and 11B at Hermann Gmeiner High School, comprising 65 girls and 25 boys Subsequently, 40 randomly selected students participated in a listening test All participants have been studying English since primary school and currently attend five English classes each week, including one taught by native speakers.
Many students view English as an unappealing subject, focusing primarily on Math, Physics, and Chemistry for entrance examinations, with only 20% selecting English as a main subject for university This lack of interest stems from the perceived difficulty of mastering essential English skills such as Listening, Speaking, and Writing As a result, students often limit their English studies to Grammar in order to pass exams, neglecting a more comprehensive approach to language learning.
Instruments
Three research tools are used in this study: the questionnaires for students and for teachers, the listening test for students and class observation
In order to make a judgment about the situation of listening words in connected speech, a listening test is conducted among 40 randomly chosen
A listening test was developed for 15 out of 90 students from two classes, utilizing exercises from textbooks and online resources Due to challenges in gathering audio files, the researcher opted to create written documents, which were then read and recorded by an American foreign teacher onto a CD This listening test features three tasks designed to identify issues related to the modification of final sounds in connected speech.
In the initial exercise, students listen to a series of six sentences, selecting one they hear The sentences are designed to highlight linking sounds in connected speech, with the first two sentences demonstrating linking consonants to vowels The third sentence focuses on linking consonants to consonants, while the remaining sentences assess students' understanding of linking vowels to vowels.
The second task involves listening and selecting the appropriate word to complete sentences that demonstrate assimilation Students will listen to the audio once The final task is aimed at assessing students' understanding of elision, requiring them to listen twice and fill in the missing words in each blank.
2.3.2.1 The questionnaire for the students
This questionnaire aims to gather students' overall opinions on learning connected speech, identify their challenges and the underlying causes, and understand their expectations from teachers It is structured into three main sections.
A survey consisting of eight questions was administered to 90 students to assess their perceptions and attitudes toward English connected speech The first section of the survey explored students' views on connected speech, while the second section examined the teaching and learning challenges associated with ending sounds in connected speech, as well as the difficulties encountered in listening to English connected speech The final section identified the underlying reasons for these challenges All questions were presented in Vietnamese to ensure clarity and facilitate the students' ability to express their thoughts fully.
2.3.2.2 The questionnaire for the teachers
This questionnaire of five questions designed in English is delivered to 10 teachers The first question aimed at getting the teachers‟ opinion about the
Teaching connected speech plays a crucial role in language education, particularly in enhancing listening comprehension and pronunciation skills The author seeks insights from teachers regarding their experiences and perspectives on instructing final sounds in connected speech They aim to identify the challenges and unresolved issues educators face in this area Additionally, the author is interested in exploring effective strategies that can be implemented to improve the teaching of connected speech in listening exercises.
The observation technique emphasizes recording what the researcher sees and hears rather than relying solely on self-reported responses In this study, the focus is on classroom instruction and learning activities, particularly noting classroom equipment and challenges related to the modification of final sounds in connected speech Observations are conducted across five lessons, including two Speaking lessons and three Listening lessons, taught by three different teachers—two Vietnamese and one foreign—across classes 11A, 11B, and 11C.
Data collection procedures
The data collection process begins with distributing a questionnaire to 90 students to assess their challenges in pronouncing words in connected speech Next, the questionnaire is administered to 10 native and non-native teachers to identify issues in teaching pronunciation Following this, 40 students are randomly selected to participate in a listening test Finally, the author conducts observations in three classes: 11A, 11B, and 11C.
Data analysis
The analysis of the survey questionnaire, listening test, and observational data aims to address the research questions Quantitative data from the questionnaire and listening test will be presented using percentages and numerical values, while qualitative insights will be organized into three themes aligned with the research questions Additionally, observational data will be qualitatively analyzed through a checklist, cross-tabulating cases and themes to uncover listening challenges associated with connected speech.
RESULTS AND ANALYSIS
Results from the questionnaire for the teachers and the students
3.1.1 Teachers and students’ attitude toward teaching and learning connected speech
The initial section of the questionnaire aims to gather insights on teachers' and students' perspectives regarding the teaching and learning of connected sounds Chart 1 presents the findings from the responses to the first question, highlighting how both teachers and students at Hermann Gmeiner High School perceive the impact of teaching and learning modifications on connected speech.
Question 1 (for students): How important is connecting sounds in a phrase or a sentence?
Question 1 (for teachers) : How important do you think teaching modification in connected speech is?
Chart 1: The roles of teaching and learning modification in connected speech
The chart reveals that a significant majority of students (61%) and teachers (70%) recognize the crucial role of connected speech in learning and teaching However, a comparable percentage of both groups—28% of students and 30% of teachers—are unaware of its importance Additionally, teachers generally do not consider teaching modifications related to connected speech essential, and students seem indifferent to this aspect Notably, 11% of students outright deny the significance of connected speech.
Question 2 (for students): How much do you know about how to connect sounds in a phrase or a sentence?
Chart 2: The students’ knowledge about connecting sounds
The findings from Chart 2 reveal a significant gap in students' understanding of sound connections in English speech, as this topic is not covered in Vietnam's English curriculum Only 11% of students have some awareness of connecting sounds, either through teacher mention or self-discovery, while a staggering 89% lack any knowledge of this crucial aspect of language This deficiency poses a serious disadvantage, as an inadequate grasp of connecting sounds can severely hinder students' listening and speaking skills in English.
Question 3 (for students): At school, how often are you taught about connecting sounds when reading, speaking or listening to a phrase or a sentence?
Question 2 (for teachers): How often do you teach your students the modification of final sounds in connected speech?
Chart 3: The frequency of teaching and being taught connecting sounds
Know clearly Know little Know nothing
A survey conducted at Hermann Gmeiner School revealed that both teachers and students infrequently engage with the concept of connected speech While 30% of teachers occasionally discuss connecting sounds, only 11% of students concur with this frequency A significant 54% of participants feel they are rarely taught about connected speech, and 35% believe they have never received instruction on the topic Despite one teacher indicating they never address it, many others acknowledge that they have discussed connected speech in the past but do so infrequently This discrepancy may stem from students' lack of attention or understanding, as well as teachers' insufficient explanations and time dedicated to the subject Similar trends were observed regarding the correction of students' mistakes in connecting sounds within phrases or sentences.
Question 4 (for students): How often do your teachers correct the mistakes in connecting sounds in a phrase or a sentence?
Question 5 (for teachers): How often do you correct your students‟ mistakes when reading, speaking or listening connected speech?
Chart 4: The frequency of connected speech correction
It is noteworthy that both teachers and students share similar perspectives regarding mistake correction in the classroom A significant majority of teachers (50%) and students (60%) indicate that they "rarely" correct mistakes, while 30% of teachers admit to never dedicating time to this task.
Many students make common mistakes in their language learning, with 32% reporting that their errors in connecting sounds remain unaddressed While it’s not essential to correct every mistake, focusing on these frequent errors during lessons is crucial for effective learning and improvement.
Question 5 (for students): How often do you pay attention to connect sounds in a phrase or a sentence when reading, speaking or listening?
Question 6(for students): After studying in class, how often do you practice listening skill yourself?
Chart 5: The situation of practicing listening to connecting sounds
Chart 5 indicates that students largely neglect connecting sounds and practicing listening at home, with a significant number selecting "never" for both activities Only around 5% of students show occasional interest in these practices, while most rarely engage in them This lack of attention contributes to the frequent mistakes students make in connected speech.
3.1.2 Connected speech difficulties perceived by students
Question 7: What problems do you have when listening to a phrase, a sentence or a connected speech?
A significant majority of respondents reported challenges in language comprehension, with 89% indicating difficulty recognizing words Additionally, 81% struggle to understand spoken language, while 69% do not catch all words in phrases or sentences An overwhelming 91% of participants admitted to not knowing some of the words they hear Notably, there were no mentions of other problems affecting comprehension.
Table 1: The problems in listening to connected speech
Table 1 reveals that a significant 91% of students struggle with listening comprehension due to limited vocabulary Additionally, 89% of participants find it challenging to recognize words, likely stemming from the connections between words and phrases that alter sounds Moreover, 81% report misunderstandings of words or phrases because many English words share similar sounds or blend together in connected speech Finally, over half of the students admit difficulty in catching all words in a phrase or sentence, often attributed to the rapid and natural speaking pace as well as modifications in connected speech, such as assimilation and elision.
Question 8: What are the reasons for the difficulties in listening, especially listening to a phrase, a sentence or a connected speech with connecting sounds?
A significant 78% of respondents expressed uncertainty about how to connect sounds in connected speech, highlighting a gap in understanding Additionally, many students feel that their teachers seldom explain or provide exercises on this topic during class, contributing to the lack of practice and knowledge in this essential area of language learning.
82% 2% 16% c I do not practice listening at home 72% 16.7% 11,3% d I get some class problems (facilities, class size,…) 47% 9% 44% e Other reasons (please specify): 0 0 0
Table 2: The reasons causing difficulties in listening to connected speech
A significant 82% of students identified the teaching curriculum and methods as the primary reason for their difficulties in understanding connected speech and connecting sounds Notably, English textbooks for high school students do not address connecting sounds, focusing instead solely on individual sounds, stress, and intonation Additionally, the primary objective of Listening lessons is to ensure that students can complete various exercises effectively.
22 the textbook, which only requires the learners to listen to keywords to understand the content of the text
A significant 78% of students reported a lack of understanding regarding sound connections, with 16.5% unable to express their opinions, indicating difficulties in recognizing these connections while listening Additionally, students' negative attitudes towards listening contribute to their challenges, as 72% do not practice listening at home Other factors, such as inadequate facilities, large class sizes, and limited vocabulary, further hinder their listening skills Alarmingly, nearly half of the students are indifferent to addressing these issues, with 47% acknowledging the problem and 44% uncertain, reflecting a general apathy towards learning English, especially in listening comprehension.
3.1.3 Connected speech difficulties perceived by teachers
Question 4: What are the major challenges for you when teaching Listening, especially listening to modification of final sounds in connected speech?
A survey revealed that 100% of respondents agreed on students' low level of English proficiency as a significant issue, while 60% identified a lack of necessary facilities such as cassette players, video equipment, and computers as a concern Additionally, 80% of participants noted large class problems, including noise and mixed ability, as well as students' lack of motivation In contrast, only 30% felt that time limitations were a significant factor, while 70% disagreed No respondents were uncertain about these issues.
Table 3: The major challenges in teaching listening to connected speech
As shown in the table, the teachers‟ most problematic point is their students‟ low level of English proficiency In the reality of teaching English at Hermann
At Gmeiner School, research indicates that many students struggle with vocabulary and grammatical structures in listening lessons, compounded by a lack of motivation and large class sizes, which 80% of teachers identify as a significant issue The unengaging atmosphere in English classes leads to disinterest, with some students sleeping or causing distractions The large class sizes hinder effective teaching, making it challenging for teachers to monitor student engagement or correct mistakes Additionally, inadequate facilities contribute to the problem, as only four projectors and two cassettes are available for twenty-five classes, limiting the use of multimedia resources Consequently, teachers rely heavily on textbooks, chalk, and boards, lacking essential teaching aids like pictures and sub-boards.
3.1.4 The methods in teaching listening sounds in connected speech
Question 5 ( for teachers): Tick activities and techniques you think are good for teaching listening sounds in connected speech a Design the detailed lessons to explain the rule of modifications in connected speech (the rule of assimilation, linking, elision)
60% b Explain the rule of modifications in connected speech in the recording
90% c Have the students practice speaking and pronouncing sounds in the guided conversation or passage
100% d Use more natural listening conversations or talks 40% e Have students watch the videos that describe how to connect sounds in connected speech
80% f Provide a model for learners to listen and repeat 100% g Apply song lyrics 80% h Let students listen and role -play 40% i Use poetry, rhyme and chant 60% j Others (please specify): ………
Table 4: The activities and techniques in teaching connected speech
Results from listening test
The results collected from the listening test are illustrated in the following figures
Firstly, to evaluate how well students did the test, the chart shows the percentage of correct answers in total
Chart 6: The students’ percentage of correct answers in total
The survey results indicate that no student answered all 16 questions correctly or incorrectly Only 27.5% of students achieved more than half of the correct answers, while a significant 72.5% scored half or less This suggests that students' ability to recognize modifications in connected speech is below average This outcome is understandable, as such phenomena do not exist in Vietnamese, potentially impacting both speaking experiences and comprehension Additionally, these findings highlight the need for improved instruction on connecting sounds, which will be further discussed in the next section of this thesis.
To assess the frequent errors students encounter in understanding connected speech, Chart 7 provides valuable insights by illustrating the number of students who scored less than 50% correct answers across various tasks.
Chart 7: Students’ wrong answers on each task
Chart 7 indicates that linking poses the greatest challenge for learners, with 85% of students providing only one or two correct answers in this task In task 1, nearly three-quarters of students make errors in six pairs of sentences.
In tasks involving linking vowels with intrusive /w/ and /j/, many students struggle, particularly in task 3 focused on elision The rapid speaking speed of native speakers poses a significant challenge, resulting in only 23% of students correctly filling in half or more of the required words Notably, two-thirds of the students provide incorrect answers in this task.
The omission of the final sounds /t/ in "reached" and /d/ in "seemed" led students to interpret the sentence in the present tense Interestingly, assimilation does not pose a significant challenge for students who perform better, as 45% of them select more than half of the correct words In this exercise, students often deduce the correct words based on the overall meaning of the sentence.
Results from classroom observation
During the second term of the 2014-2015 academic year, classroom observations were carried out over six weeks at Hermann Gmeiner High School, focusing on two Vietnamese teachers and one foreign teacher in classes 11A, 11B, and 11C The observations specifically targeted the teaching of Listening and Speaking skills, encompassing two periods of Speaking and three periods of Listening The researcher examined various elements, including classroom instructions, student activities, and teaching methods, while also investigating issues related to the modification of final sounds in connected speech.
The primary challenge in English language instruction stems from the teaching methods employed by Vietnamese teachers, who often speak slowly to accommodate students' low proficiency levels This slow pace results in words being pronounced distinctly, causing students to become accustomed to hearing Vietnamese rather than English In contrast, foreign teachers speak quickly and link sounds, leaving many students struggling to comprehend their explanations Consequently, teacher assistants are frequently required to translate the lessons into Vietnamese, highlighting the students' difficulties in listening comprehension that arise from established classroom habits.
In speaking lessons, teachers often struggle to motivate students to participate due to their shyness and lack of confidence As a result, students tend to speak slowly and focus on pronouncing each word carefully, which hinders effective communication and idea exchange.
Teachers often correct students' mispronunciations, yet they rarely address the crucial aspect of sound connections in speech In listening lessons, while some words are easily identifiable, certain challenging words and phrases hinder comprehension Teachers typically assist by highlighting key terms or repeating sentences slowly, but they neglect to explain the nuances of connected speech, which diminishes its perceived importance in language learning.
At Hermann Gmeiner High School, both Vietnamese teachers and students predominantly rely on isolated words for speaking and listening The research indicates that the current teaching methods and the objectives of listening tasks provide limited opportunities for students to practice sound connections during class.
DISCUSSION AND RECOMMENDATION
Discussion
4.1.1 The problems that the grade 11-students at Hermann Gmeiner school may face when listening to the modifications in connected speech
Linking, particularly vowel-to-vowel linking, is a significant challenge for Vietnamese learners, especially for 11th-grade students at Hermann Gmeiner School This aspect of connected speech often leads to difficulties in pronunciation and comprehension, highlighting the need for targeted practice and instruction.
Vowel-to-vowel linking presents challenges in resyllabification, as it alters pronunciation when a vowel-ending word is followed by a vowel-beginning word This often results in the use of semi-vowels to connect the sounds, leaving learners confused about the meaning Recognizing juncture or word boundaries is crucial for listening comprehension, as it can significantly affect meaning and lead to misunderstandings There are three types of vowel linking using semi-vowels: linking /r/, intrusive /r/, and intrusive /j/ and /w/ The complexity of these linking rules makes it difficult for students to effectively master connected speech in listening.
Students often struggle with elision in English because they cannot catch all the words in spoken language Elision, which is common in English, helps native speakers pronounce consonant clusters more easily but poses challenges for Vietnamese learners, making it hard for them to understand words and their meanings A frequent mistake involves omitting consonants in complex clusters, particularly /t/ and /d/ in medial positions, complicating the recognition of phonetic cues for the past tense For instance, in the phrase "I reached Paris," the elision can hinder comprehension for L2 learners.
/t/ of /riːtʃt pổrɪs /is dropped, sounds identical to the present tense “reach Paris”
In the same way, the learners find no difference between “They seemed glad” and
“They seem glad”, when /d/ of /si:md/ is dropped
Assimilation also greatly influences connected speech One word is pronounced differently in different sentences and nearby different words or
Students often struggle to identify words they hear due to the presence of 29 phonemes, particularly because of regressive assimilation, which alters final sounds For instance, in the phrase "this coat clean," the final /t/ sound of "coat" can change to /k/, resulting in confusion with the word "coke." Similarly, in the phrase "the coat you bought," the final /t/ of "coat" may transform into /tʃ/, influenced by the /j/ sound in "you," leading to the misrecognition of the word as "coach."
4.1.2 The causes of these problems
After analyzing the collected data in the previous part, some major reasons for the problems that the informants deal with were presented
Connected speech is often overlooked in language teaching due to the lack of systematic approaches According to Brown and Kondo-Brown (2006), connected speech is not recognized as a formal discipline, despite some interest from educators and researchers over the past three decades However, only a handful of individuals have engaged in systematic study of this area, and their efforts have been inconsistent.
Teachers often teach phonemes in their target language but may be puzzled by their students' inadequate pronunciation, as students struggle to combine these sounds like native speakers To address this issue, educators require a comprehensive resource on connected speech to enhance their pronunciation instruction.
Many English teachers at Hermann Gmeiner School, like their counterparts across Vietnam, overlook the significance of teaching pronunciation In the classroom, teachers often neglect to demonstrate connecting sounds and frequently resort to speaking slowly or even using Vietnamese While effective language instruction should include clear pronunciation and listening materials, teachers tend to focus more on individual sounds and words rather than the essential aspects of connected speech.
It is important to teach the pronunciation of vowels and consonants, especially those
In the Vietnamese language, the concept of "30" does not exist, making it essential for learners to practice clear pronunciation of each word However, in real-life conversations, native speakers often pronounce words differently than what is taught in the classroom This can make the language sound unfamiliar and rapid to students, who may struggle to identify word boundaries and comprehend phrases effectively.
Teachers showed a lack of initiative in teaching connected speech features and seldom explained the modifications that occur in this area As a result, students are unaware of these aspects, leading to difficulties in listening comprehension and frequent mistakes during listening tests administered by the researcher.
Teaching pronunciation and connected speech in high schools is hindered by the limitations of English textbooks An analysis of these textbooks reveals that while they include some information on phonetic elements like phonetic alphabets, stress, and intonation, they lack a comprehensive approach to connected speech.
Students often underestimate the importance of listening skills and pronunciation, particularly when it comes to connected sounds Their negative attitudes toward learning manifest as a lack of concentration during lessons and insufficient practice at home, ultimately leading to unsatisfactory outcomes in mastering connected speech.
One major challenge in learning a foreign language, such as English, is the influence of our native language's pronunciation and listening habits When we hear a new language, we often interpret its sounds through the lens of our own linguistic framework, leading to a skewed perception that differs from that of native speakers Additionally, the distinct syllable structures and rhythmic patterns between Vietnamese and English contribute to this difficulty, as our mother tongue typically emphasizes individual word pronunciation without the blending of sounds that is common in English.
External factors, such as large class sizes and inadequate facilities, significantly hinder both general listening skills and the comprehension of connected speech These issues diminish student motivation and teacher engagement, making it challenging to effectively teach listening skills in such environments.
Recommendation
On the foundation of the issue that arose from the discussion above, the following recommendations are proposed
Chapter two highlights the challenges faced by students at Hermann Gmeiner School in understanding final sound modifications in connected speech To enhance listening skills, particularly in recognizing fast and natural speech patterns, it is essential to recognize that mastering a foreign language is a gradual process that requires explicit teaching Effective listening instruction enables students to comprehend, interpret, evaluate, and respond to spoken language Increased exposure to the language accelerates acquisition, necessitating regular practice with progressively challenging material Building on the previous chapter's findings regarding students' listening difficulties, this chapter provides suggestions and recommendations to improve their ability to understand connected speech.
4.2.1.1 Raising awareness about teaching connected speech
Students should be introduced to the fundamentals of connected speech from the beginning of their language learning journey While teachers don't need to delve into technical terms like catenation, they should demonstrate how words link and how sounds change in natural speech It's essential for educators to focus on teaching natural language, as learners must first understand these concepts before they can produce them Ideally, spoken language should be introduced before written forms to enhance comprehension and fluency.
Encouraging students to prioritize listening is essential, as writing can disrupt their natural pronunciation It's crucial for teachers to integrate pronunciation instruction alongside other oral skills When teaching dialogues, dedicating time to focus on pronunciation is vital for effective learning.
Many students struggle with connected speech, which negatively impacts their listening comprehension and pronunciation skills To address this issue, teachers should systematically introduce the concept of connected speech in English, helping students identify the factors that impede their understanding By familiarizing learners with common types of connected speech, they can better anticipate changes in sounds during natural conversations, reducing the shock of encountering native speakers Consequently, this understanding will lead to improved listening skills and pronunciation, minimizing frustration compared to traditional teaching methods that focus solely on citation forms.
At lower levels, teachers often introduce functional phrases like "What's your name?" which can be phonetically transcribed as /wɔ:tsjəneɪm/ However, this approach may confuse students Instead, teachers can utilize the board to visually demonstrate word linking, placing a schwa /ə/ above "your." Alternatively, they can use their fingers to illustrate how the three words blend into a single sound by pushing their fingers together Modeling and drilling the phrase in its natural form is essential for effective learning.
4.2.1.2 Applying the activities to practice connected sounds a Micro-Listening
Micro listening is a technique that focuses on short audio excerpts, typically one or two sentences, allowing students to listen repeatedly until they accurately transcribe the content This approach reduces pressure, enabling learners to understand connected speech and analyze their mistakes effectively.
One of the best ways for micro-listening is “Cuisenaire Rods” If you have not used these before, I would highly recommend doing so They have a myriad of
In the classroom, I utilize 33 different strategies to teach connected speech One effective method involves having students place a block for each word they hear during micro-listening exercises As they listen, they adjust the blocks to reflect how words connect in natural speech Additionally, students can use various colored blocks to represent different types of connected speech, enhancing their understanding of this important aspect of language.
After the initial listening exercise, students identified only two words, marking them with blocks above those words At this stage, accuracy is not crucial; they should simply transcribe what they hear With subsequent listenings, they deconstructed the sentence into five words and placed five blocks accordingly Students are then prompted to analyze connected speech, using different colored blocks to indicate the types of sounds that are added, joined, or omitted.
Engaging students in activities that emphasize sounds and connections fosters meaningful discussions, especially when conducted in pairs or small groups Many students find the visual aspect of these activities beneficial If you lack access to rods, alternatives like modeling clay or sticky notes can be effective substitutes Additionally, incorporating connected speech games enhances the learning experience.
Transforming dull lessons into engaging ones can be achieved through pronunciation games However, effectively incorporating games into your teaching strategy can be challenging This article presents a practical game that serves as an excellent example for teaching pronunciation and enhancing listening skills related to connected sounds.
The aim of this game is helping students identify features of connected speech Below is procedure of this game:
- Teacher gives an example and demonstrates how the consonants in connected speech change:
Consonant move – the final consonant /z/ in “apples” moves to the start of “and” Consonant cut – the final consonant in “and” is cut
Consonant change – the consonant /n/ in “and” is changed to /m/
- Teachers divide the class into two teams and give out the worksheet Play game of noughts and crosses:
The team takes turn to try to win the square
In order to win a square, they should say what the phrase is – for example,
The phrase "apple zum pears" translates to "apples and pears." It's essential to note that the consonants undergo changes in this expression For weaker students, simply stating the phrase suffices, while teachers will provide an explanation of the underlying rules.
The object of the game is for the team to win three squares in a row – horizontal, vertical and diagonal
1 sol tum pepper 2 a loafer slice bread 3 a napple ana norange
4 wom potato 5 frozum peas 6 fruik cake
7 greem beans 8 sick seggs 9 a tinna sweek corn
1 salt and pepper ( /t/ moves to “and”, /d/ in “and” is cut, /n/ in “and” changes to /m/)
2 a loaf of sliced bread (consonant cut from end of “sliced”)
3 an apple and an orange (linking of “an” to the following word)
4 one potato (consonant changed to/ m/ at the end of “one”)
5 frozen peas (consonant changed to/ m/ at the end of “frozen”)
6 fruit cake (consonant changed to/ k/ at the end of “fruit”)
7 green beans (consonant changed to/ m/ at the end of “green”)
8 six eggs (linking of final consonant of “six” to the following word)
9 a tin of sweet corn (consonant change at the end of “sweet”) c Integrating work on connected speech
Integrating connected speech into daily lessons enhances language learning by emphasizing pronunciation in natural conversation rather than just focusing on grammar forms For instance, practicing superlatives can effectively illustrate sound deletions, making it beneficial to write relevant phrases on the board for students to analyze.
- The Nile is the longest river in the world
- The Vatican is the smallest country in the world
Students engage with sounds while repeating phrases to identify the elision of the "t" in superlative adjectives They practice these phrases both chorally and individually To enhance learning, students can create their own general knowledge quizzes, incorporating questions like, "Which is the tallest building in the world?" As they present their questions, it's important to emphasize the omission of the final "t." These activities not only reinforce grammatical structure but also improve pronunciation, allowing students to naturally incorporate connected speech features through repetition.
English verbal songs have statistically significant positive effects on the connected speech aspects of adult English learners‟ speech production Murphey
Listening to songs and singing them significantly enhance listening and speaking skills, as noted by 2010 Research by Moreno et al (2009) indicates that musical training positively affects linguistic abilities, making music and songs more effective for improving listening comprehension compared to traditional teaching methods Arnold (1999) emphasizes that engaging content, particularly when infused with emotion, captures our attention, which is essential in language learning Songs, especially their catchy choruses, provide memorable examples of phrase pronunciation, often making it challenging for students to isolate individual words The rhythmic flow of music further aids in this process, as songs frequently contain contractions that learners are eager to replicate However, it's important to select appropriate songs that resonate with learners.
When selecting songs for classroom use, it's essential to choose 36 clear and memorable tracks that are recorded with high quality These songs should not be too fast and ideally resonate with learners by including familiar tunes Additionally, they should facilitate easy activity creation for students, enhancing the overall learning experience.
Recapitulation
The alteration of final sounds in connected speech presents significant challenges for both students and teachers in understanding spoken English This study aims to identify the specific issues students encounter with connected speech during listening exercises and to provide practical suggestions to help them improve their comprehension skills.
The survey results indicated that modifications in connected speech pose significant challenges in English teaching and learning Learners struggle with unfamiliar connected sounds, which hinder their listening comprehension and pronunciation skills Fast speaking speeds lead to issues such as linking, elision, and assimilation, causing students to misunderstand words or miss sounds altogether These difficulties stem from a lack of emphasis on connected speech in teaching, as teachers often lack theoretical knowledge and textbooks do not address this topic Furthermore, the absence of a natural English-speaking environment, compounded by the frequent use of Vietnamese in class, limits students' understanding of how sounds change in connected speech, heavily influenced by their mother tongue.
This study highlights the importance of understanding speed modification in listening comprehension and word identification It emphasizes the need for learners to grasp the dynamics of natural speech, making it essential for educators to teach the modifications present in native speech effectively By systematically introducing connected speech in English, teachers can help students identify barriers to their listening comprehension Additionally, the research findings serve as a reminder for teachers to be mindful of their speaking styles in the classroom, encouraging them to adopt a speaking manner that aligns more closely with natural speech patterns.
To enhance English fluency, native speakers should avoid over-articulating words and focus on the principles of connected speech It is crucial for students to become familiar with these features early on through exposure to authentic oral English during listening activities Practicing speaking at a moderate pace without separating sounds is essential for developing natural communication skills.
The study is hoped to help teachers appreciate the importance of teaching connected speech, then change their teaching style and improve awareness, methods and techniques in teaching.
Limitations and recommendations for further study
In any research papers, limitations are unavoidable The study presented in this minor thesis is of no exception
Listening is a fundamental skill in English language teaching, yet current studies focus primarily on enhancing listening abilities To improve overall language proficiency, it is essential to also address speaking skills, as they allow students to practice more effectively Additionally, incorporating questions in surveys that assess speaking and the pronunciation of connected sounds would help identify challenges related to connected speech.
The author encourages future researchers of connected speech to conduct a detailed analysis of the errors made by informants Additionally, they hope to identify more effective strategies to enhance high school students' English communication skills, with a particular focus on improving listening abilities.
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Studies in English Language and Literature, 10, 57-70
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31 Underwood, M (1989), Teaching listening, Longman, London
This questionnaire aims to identify the challenges faced by grade 11 students at Hermann Gmeiner High School in understanding modifications in connected speech Your participation is greatly valued, and the information gathered will solely be used for research purposes.
Thank you for your cooperation!
1 How important is connecting sounds in a phrase or a sentence? a Not important b Neutral c Important
2 How much do you know about how to connect sounds in a phrase or a sentence? a Know clearly b Know a little c Know nothing
3 At school, how often are you taught about connecting sounds when reading, speaking or listening to a phrase or a sentence? a Often b Sometimes c Rarely d Never
4 How often do your teachers correct the mistakes in connecting sounds in a phrase or a sentence? a Often b Sometimes c Rarely d Never
5 How often do you pay attention to connecting sounds in a phrase or a sentence when reading, speaking or listening? a Often b Sometimes c Rarely d Never
6 After studying in class, How often do you practice listening skill yourself? a Often b Sometimes c Rarely d Never
7.What problems do you have when listening to a phrase, a sentence or a connected speech?
Many individuals struggle with language comprehension, facing challenges such as difficulty recognizing words, inability to understand spoken language, and missing key phrases or sentences Additionally, some may not be familiar with the vocabulary they encounter, leading to further confusion If you experience similar issues or have other specific problems, please share your thoughts.
8 What are the reasons for the difficulties in listening, especially listening to a phrase, a sentence or a connected speech?
Many learners struggle with connected speech due to a lack of understanding and practice Common reasons include insufficient explanations from teachers regarding sound connections, limited listening practice at home, and challenges within the classroom environment, such as class size and varying student abilities Additional factors may also contribute to this issue.
QUESTIONNAIRE FOR STUDENTS (Version in Vietnamese)
Bản khảo sát này nhằm tìm hiểu những khó khăn trong việc nghe hiểu do sự biến thể trong chuỗi lời nói của học sinh lớp 11 trường THPT Hermann Gmeiner Câu trả lời của các em sẽ đóng góp quan trọng cho nghiên cứu, và kết quả thu được chỉ được sử dụng cho mục đích nghiên cứu này mà không có mục đích nào khác.
Xin cảm ơn sự hợp tác của các em!
1 Theo em, khi phát âm, việc liên kết các âm trong một cụm từ hoặc một câu có quan trọng không? a Không quan trọng b Bình thường c Quan trọng
2 Em có biết các nguyên tắc liên kết các âm trong một cụm từ hay một câu không? a Biết rõ b Biết một chút ít c Không biết gì
3 Ở trường, em thường được giảng dạy về cách liên kết âm khi đọc, nói hoặc nghe một cụm từ hay một câu như thế nào? a Thường xuyên b Thỉnh thoảng c Hiếm khi d Không bao giờ
4 Giáo viên có thường chú ý chỉnh sửa các lỗi khi liên kết các âm cho các em không? b Thường xuyên b Thỉnh thoảng c Hiếm khi d Không bao giờ
5 Các em có thường xuyên chú ý đến việc liên kết các âm trong một cụm từ, một câu khi đọc, nói hoặc nghe Tiếng Anh không? c Thường xuyên b Thỉnh thoảng c Hiếm khi d Không bao giờ
6 Ngoài giờ học trên lớp, em có thường xuyên tự luyện tập kỹ năng Nghe? d Thường xuyên b Thỉnh thoảng c Hiếm khi d Không bao giờ
7 Em thường gặp phải những vấn đề gì khi nghe một chuỗi từ, cụm từ hoặc câu? (Đánh dấu vào những vấn đề em gặp phải) Đồng ý Không đồng ý
Khó khăn trong việc nhận biết từ ngữ có thể dẫn đến việc không hiểu được nội dung mà người khác truyền đạt Nhiều người gặp khó khăn khi không nghe đủ các từ trong câu hoặc cụm từ, dẫn đến việc không thể nắm bắt ý nghĩa chính xác Ngoài ra, việc không nhận ra các từ nghe thấy cũng là một vấn đề phổ biến, ảnh hưởng đến khả năng giao tiếp hiệu quả.
8 Với em, những lý do gây ra những khó khăn trong việc học Nghe, đặc biệt khi Nghe chuỗi từ, cụm từ, câu là gì? (Đánh dấu vào những lý do em gặp phải) Đồng ý Không đồng ý
Em gặp khó khăn trong việc hiểu cách các âm trong chuỗi lời nói liên kết với nhau, và trên lớp, giáo viên hiếm khi giải thích về vấn đề này Ngoài ra, em không luyện tập kỹ năng Nghe ở nhà, điều này càng làm cho việc học trở nên khó khăn hơn Trong lớp học, em cũng phải đối mặt với nhiều vấn đề như trang thiết bị thiếu thốn và chất lượng kém, lớp học quá đông, cùng với khả năng của học sinh không đồng đều Những lý do này đã ảnh hưởng đến quá trình học tập của em.
This questionnaire is designed to collect necessary data for my study on
“A study on modification of English final sounds in connected speech - problems faced by the high school students and solutions.” Your cooperation in answering the following questions is highly appreciated
I am looking forward to getting sincere answers from you!
Thank you for your cooperation!
1 How important do you think teaching modification in connected speech is? a Important b Neutral c Very important
2 How often do you teach your students the modification of final sounds in connected speech? a Often b Sometimes c Rarely d Never
3 How often do you correct your students’ mistakes when reading, speaking or listening to connected speech? a Often b Sometimes c Rarely d Never
4 What are the major challenges for you when teaching Listening, especially listening to modification of final sounds in connected speech? g Lack of necessary facilities: cassette-player, video, TV projectors, computers and so on h Bad qualities of class equipment i Large class size j Students‟ lack of motivation k Time limitation l Teacher‟s teaching methods and techniques m Teachers‟ knowledge and abilities in connected speech n Boring tasks o Others (please specify):………
5 Tick activities and techniques think are good for teaching listening sounds in connected speech k Design the detailed lessons to explain the rule of modifications in connected speech (the rule of assimilation, linking, elision) l Explain the rule of modifications in connected speech in the recording m Have the students practice speaking and pronouncing sounds in the guided conversation or passage n Use more natural listening conversations or talks o Have students watch the videos that describe how to connect sounds in connected speech p Provide a model for learners to listen and repeat q Apply song lyrics r Let students listen and role -play s Use poetry, rhyme and chant t Others (please specify): ………
LISTENING TEST Task 1: Listen and choose the sentences you hear
3 A We stop choosing the typewriter when we got the computer
B We stopped using the typewriter when we got the computer
4 A It‟s a quarter to eight already
B It‟s a quarter to wait already
5 A He has hair over the ears
B He has hair over the years
6 A Her eyes are a strange colour
B Her rises are a strange colour
Task 2: Listen Select missing word
1 I………classes this morning a torch b talk c taught
2 The …………came up over the mountain a sun b sung c sum
3 I can ……….Carol at tennis a beach b beak c beat
4 Is this the ………… you bought? a couch b coat c coke
5 They ……… people out of money a cheek b cheap c cheat